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On 25th November 2009 members of The Climate Change Research Centre, as part of a group of 26 international climate scientists, were part of a major international release of a new report synthesizing the latest climate research to emerge since the last IPCC Assessment Report of 2007. The "Copenhagen Diagnosis" has found that changes to some of the world's major systems are tracking at or above IPCC projected levels. The report has been published in time for the December United Nations Framework Convention on Climate Change conference in Copenhagen.

This collection of essays and references addresses the problem of the disengagement in public affairs and politics by U.S. youth and young adults. The collection brings together evidence of youth disengagement and reports on promising practices for civic education. Several chapters are devoted to research findings on the impact of service and service learning and to programs that connect service to politics and public life. Other chapters explore methods to counter cynicism and lack of information or misinformation about political processes and public officials. Essays in the collection are: (1) "Introduction to Education for Civic Engagement in Democracy" (John J. Patrick); (2) "Political Apathy and Avoidance of News Media among Generations X and Y: America's Continuing Problem" (Stephen Earl Bennett); (3) "Service Learning and Civic Education" (Richard M. Battistoni); (4) "Service Learning and Civic Education in the Schools: What Does Recent Research Tell Us?" (Mary A. Hepburn); (5) "Civic Education as a Craft, Not a Program" (Harry C. Boyte); (6) "Effects of Public Deliberation on High School Students: Bridging the Disconnection between Young People and Public Life" (Iara Peng); (7) "Education for Citizenship: Promising Effects of the 'Kids Voting USA' Curriculum" (Steven Chaffee); (8) "We the People . . . Project Citizen" (Herbert M. Atherton); (9) "Improving Civic Education: The Dirksen Congressional Center" (Frank H. Mackaman; Andrea Schade); (10) "The Public Service Academy" (John G. Stone III); (11) "Why Should the Young Desire a Career in Government or Consider Running for Office?" (Susan A. MacManus); and (12) "Building Trust in Representative Democracy" (Jan Goehring; Karl Kurtz; Alan Rosenthal). Appendixes contain resource guides, the American Political Science Association's articulation statement, and a declaration of the National Alliance for Civic Education. (BT)

This document reports on a 1998 conference of some 30 parents, educators, social workers, advocates, physicians, nurses, and social scientists who met to develop an action plan for improving the quality of services and cultural competence of providers of services to children with special health care needs from diverse cultural backgrounds. The conference produced 10 recommendations: (1) build mechanisms to assure true family and community participation in design, implementation, and evaluation of programs and services; (2) develop policies and funding that support family-centered culturally competent care; (3) train families and professionals in collaborative decision-making processes; (4) use educational funds to develop core interdisciplinary curricula for professionals; (5) assure compliance with funding agency guidelines regarding culture and ethnicity; (6) develop needs assessments and satisfaction evaluations with stakeholders and families; (7) develop a system of care that promotes the value of the individual and a sense of belonging; (8) increase the numbers of professionals from underrepresented groups in health care; (9) provide flexibility in funding to meet the individual care needs of families; and (10) develop developmentally appropriate and culturally sensitive models for assessing the child's health and functional status. (DB)

This report presents information on the University of Massachusetts Boston's Diversity Research Initiative (DRI). Section 1, "Essays by Participant Observers," includes "Building a Diversity Research Initiative: An Introduction" (Esther Kingston-Mann); "Diversity Imperative: Reflections on the Diversity Research Initiative" (Lin Zhan); "Research and Research Methods in the Diversity Research Initiative" (Tim Sieber); "Diversity Research on University Image: Research Process and Empirical Findings" (Raymond R. Liu); "Collaborative Process and/or Publishable Product: A Research Dilemma in the Diversity Research Initiative. One Faculty Member's Reflection" (Clark Taylor); and "After the Initiative: Envisioning Diversity Research Sustainability" (Peter Nien-chu Kiang). Section 2 includes "Lessons of the DRI: Unforeseen Challenges, Benefits, and Goals Achieved" and "A List of Diversity Research Initiative Projects: Spring 1997-Fall 1998." Section 3, "Sample Reports from DRI's Collaborative Research Teams," includes: "UMB Faculty's Knowledge and Perceptions around Students with Disabilities"; "Development of a Multicultural Undergraduate Nursing Curriculum Checklist"; "Lesbian, Gay, and Bisexual Students: Experiences with the University of Massachusetts Boston"; "Diversity Research Initiative: Students' Learning Experiences and Educational Environments at CPCS"; and "Analyzing the Impact of Asian American Studies in the Curriculum: Making Meaning Over Time in the Lives of Alumni." Section 4 presents "Sample Materials Developed by DRI Teams." (Some papers contain references.) (SM)

With online education options more ubiquitous and sophisticated than ever, the need for academic librarians to be conversant with digital resources and design thinking has become increasingly important. The way forward is through collaboration with instructional designers, which allows librarians to gain a better understanding of digital resource construction, design, goals, and responsibilities. In this book, the authors demonstrate that when librarians and instructional designers pool their knowledge of curriculum and technology, together they can impact changes that help to better serve faculty, students, and staff to address changes that are affecting higher education. Illustrated using plentiful examples of successful collaboration in higher education, this book: (1) introduces the history of collaborative endeavors between instructional designers and librarians, sharing ideas for institutions of every size; (2) reviews key emerging issues, including intellectual property, digital scholarship, data services, digital publishing, and scholarly communication; (3) addresses library instruction, particularly the new information literacy framework and threshold concepts, and how the movement towards online library instruction can be supported through collaboration with instructional designers; (4) describes the complementary roles of librarians and instructional designers in detail, followed by a case study in collaboration at Davidson College, an evolving digital project that mirrors changes in technology and collaboration over more than a decade; (5) shows how librarians and instructional designers can work together to encourage, inform, train, and support both faculty and students in the use of digital media, media databases, online media, public domain resources, and streaming media tools; (6) highlights creative opportunities inherent in the design and use of the Learning Management System (LMS); and (7) looks ahead to how emerging technologies are already leading to new jobs at the intersection of librarianship and technology, such as the instructional design librarian. With a firm foundation on best practices drawn from a variety of institutions, this book maps out a partnership between academic librarians and instructional designers that will lead to improved outcomes.

"Transforming Classroom Culture" is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings--private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom.

This groundbreaking two-volume set examines the psychological, social, physical, and environmental factors that undermine or support healthy development in African American children while considering economic, historical, and public policies. African American children are at the highest risk for becoming school dropouts, for academic disengagement and failure, and for under- or unemployment. The fundamental issue facing their mental health is educational readiness and academic adjustment, but they also face a higher incidence of health problems including hypertension, and one in three African American children lives in poverty. How does one go about shifting the psychology of a people whose sense of worth, purpose, and potential have been denigrated and disenfranchised for decades? What specific factors conspire to douse African American children's dreams before they reach adolescence? And what can we learn from African American families determined to help their children beat the odds and succeed? This unique two-volume set examines the forces affecting psychological development and achievement motivation in African American children today. These books address the current political, global, economic, and social contexts as they impact African American families and tackle the tough issues of genes, environment, and race. Experts from leading universities, research institutes, federal agencies, and nonprofit organizations discuss factors such as parenting beliefs and practices, peer influences, school and community environments, racial profiling, race and ethnicity, spirituality, and immigrant status.

"Selected Styles in Web-Based Educational Research" is concerned with the most common research styles in Web-based teaching or learning. It is intended for practitioners, educators and students, who wish to learn how to conduct research in online teaching and learning, and helps define style in educational research methodology. To enhance understanding, the writing style is conversational with detailed learning objectives, activities, procedures and illustrations to help the reader understand several common research styles. This book contains 29 chapters: (1) Research Styles and the Internet (Bruce Mann); (2) Research on Educational Technology Policy in the United States, Australia, Canada and the European Union (Bruce Mann); (3) Technology Adoption and the Internet (Bruce Mann); (4) Narrowing the Focus (Scott Reid); (5) Case Study Research and Online Learning (Bruce Mann); (6) An Intrinsic, Quantitative Case Study of WebCT Developers (Bruce Mann); (7) Qualitative Case Method and Web-Based Learning (Sandra Hansmann); (8) Online Assessment in Programming Courses (Denise Woit and David Mason); (9) Action Research with Internet Communications Tools (Bruce Mann); (10) Self-Assessment During Online Discussion (Ruth Guo); (11) Advanced Broadband Enabled Learning (George Buck); (12) Action Research with Internet Database Tools (Bruce Mann); (13) Designing Effective Online Educational Literature Searches (Robert Sandieson, Jack Hourcade and Val Sharpe); (14) Technical Research for Improving Web-Based Instructional Artifacts (Edward Brown); (15) Assessment of Students by a Teacher with a Hand Held Device and a Networkable Database (C. Newhouse); (16) Conducting Formative Evaluations of Online Instructional Materials (Bruce Mann); (17) Strategies to Collect and Use Online Student Feedback (Denise Stockley); (18) Experimental Research and the Internet (Bruce Mann); (19) The Impact of Internet Learning Technology (Genevieve Johnson and Genevieve Howell); (20) Effects of Anonymity and Accountability During Online Peer Assessment (Gunita Wadhwa, Henry Schulz and Bruce Mann); (21) Can Seventh Graders Learn Fractions from a Web-Based Pedagogical Agent? Using Comparison Groups Three Times Over Several Weeks (Shannon Adams, Bruce Mann and Henry Schulz); (22) Proposal to Conduct Experimental Research on the Effects of Language Style and Voice Type of a Pedagogical Agent on Fifth Grade Learning and Motivation (Paul Wirth); (23) Alternative Approaches to Assessment with Online Technologies (Catherine McLoughlin and Joe Luca); (24) Knowledge Construction Online (Mike Grenfell); (25) Conducting Qualitative Educational Research on the Internet (Bruce Mann); (26) Critical Virtual Ethnography (Mike Grenfell); (27) Virtual Ethnography and Discourse Analysis (Bruce Mann); (28) Correlations Research and the Internet (Bruce Mann); and (29) Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning (Arshad Ahmad).

Computer assisted instruction programs for adult literacy are becoming more prevalent in learning centers, community organizations, and in schools across the country. Computers are also being used to curb illiteracy at the source, in elementary and secondary schools, in an effort to reduce dropout rates. Two IBM (International Business Machines) literacy software programs have been particularly successful in providing literacy education for both children and adults. The "Writing to Read" program is designed to teach the basic skills of reading and writing to kindergartners and first graders, and the "Principle of the Alphabet Literacy System" (PALS) interactive videodisc program is aimed at functionally illiterate adolescents and adults. Both programs are phonetically based and offer multimedia instructional experiences through the use of computer graphics and programmed audio instruction. A Spanish language version of "Writing to Read" called VALE (Voy A Leer Escribiendo), has proven equally effective in teaching Hispanic children how to read and write in their native language. Students are engaged in independent study and proceed as quickly as their understanding allows. Effective computer software can restore the excitement of learning as well as upgrade the work force through literacy training. (13 references) (DB)

In a response to new legal requirements for handicapped child education, this monograph presents a sample of current viewpoints from professionals at different levels of education and in related professions concerned with shared responsibility roles in the mainstreaming of handicapped children. The first section consists of six articles dealing with current issues: frequently asked questions about mainstreaming, individual or alternating vs. mutual teacher responsibility models, historical overview, the question of quality control, humanization of the educational system, and funding problems. Section two examines the failures and successes of teacher training institutions in the field of handicapped pupils, critiques one model of preservice and inservice teacher training, and presents some challenges an individual classroom teacher will be called upon to meet. Chapter three examines the mainstreaming concept from technical assistance perspectives; suggests a semi-autonomous, government-funded, technical assistance program; critiques a model for educational administrator training; and reports on one effort of state administrators to collaborate on their problems. Section four examines various ongoing regional, state, and local mainstreaming programs. Section five presents problems in evaluating mainstreaming programs, concentrating on the lack of suitable instrumentation and the diversity of opinions as to what the term "mainstreaming" actually encompasses. The final section clarifies legal mandates related to mainstreaming and discusses their effects and limitations. (MB)

This monograph presents the self-help skills module of the social development curriculum portion of the Early Childhood-Special Education Teacher Preparation Program. Included are: (1) an ontogeny of self-help skills (feeding, dressing, toileting, and grooming) in young children; (2) a brief discussion of the relevance of self-help skills to the development of young children; (3) an outline of conditions in the environment which facilitate the development of self-help skills; (4) a total of 15 specific Montessori practical life exercises; and (5) a brief outline of four desired learner outcomes (with instructional procedures) for both normal and handicapped children. (ED)

This monograph presents an overview and evaluation of the three years of development and initial implementation of the Early Childhood-Special Education Teacher Preparation Program (Master's degree level). The Comfield Teacher Preparation Model, a performance-based, field-centered, personalized and systematically designed program of sequences of orienting, foundation and consolidating experiences, served as the basis for the development and implementation of this project. Process and product modules used in conjunction with field work made up the curriculum. Teachers were trained to facilitate learning in both normal and handicapped children in regular classrooms. Procedures and instruments used for evaluating the program and the separate modules are discussed. The experimental group (10 original trainees) and two control groups (10 students each from traditional early childhood and special education teacher preparation programs) were compared to evaluate the program's effectiveness. The trainees were found to perform equally as well as their student counterparts. Some conclusions relative to the Comfield Model's effectiveness are presented. Data tables are included. (ED)

This monograph describes the curriculum of the child development center of the Early Childhood-Special Education Teacher Preparation Program. The center provides a model preschool program in which teacher trainees work with children, ages 2-6, (several of whom have developmental deficiencies). The curriculum is designed to help teacher trainees organize the learning environment for an experience-centered curriculum, which allows children to explore knowledge in an interdisciplinary and multisensory way. Various aspects of the curriculum's theoretical rationale are discussed. Desired outcomes and growth sequences for the developmental areas covered by the curriculum (language, cognitive, motor, and social) are presented in detail, along with the procedures for assessing and measuring the child's growth in these areas, and the variety of strategies and materials available to the teacher for directing the child's development. (ED)

The syntax module of the language development curriculum portion of the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia includes the following areas: (1) various aspects of syntax development as background for an outline of the ontogeny of syntax development in children 18-106 months of age; (2) syntax development outcomes appropriate to young children, including the relevancy of such, with special reference to Chomsky's theoretical position; (3) techniques for measuring syntax development with particular emphasis placed upon techniques developed by both Lee and Menyuk; (4) general condition needed for development of syntax; (5) specific conditions and appropriate teaching strategies for development of (a) the ability to express oneself in identified patterns of standard English, (b) the ability to ask questions, and (c) fluency; and (6) cognitive and skill competencies needed by teachers for facilitating the development of syntax in young children. (ED)

This module, used in the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia, describes how the learning facilitator (teacher) functions as an interactor in the developmental learning process in a child-centered curriculum for young children. The introduction contains a description of the role of the learning facilitator in the developmental process and lists the types of encoding techniques and questioning and statement strategies available to the teacher. The use of verbal reinforcement, extention and elaboration as feedback techniques is discussed. The content of verbal interaction is classified according to cognitive, perceptual motor, social and language development, and the mode of interaction defined. Instruction in this module includes use of video tape recordings of teacher-child interactions. An observation rating scale (with coding formulas) and classroom discussion scripts used with these video tapes are presented. Also outlined are the schedule of classes and practicums and the competencies to be acquired by the student through study of this module. (ED)

This module is designed to prepare the teacher to facilitate reading readiness in children under six years of age. Section 1 provides basic information on reading readiness: (1) an ontogeny for reading from 18-72 months of age; (2) a list of learner outcomes for reading readiness and outcomes related to other areas of perceptual motor, language, social and cognitive development; (3) a description of tests for measuring reading readiness; and (4) basic strategies and equipment for encouraging readiness. Section 2 contains exemplar lesson plans and suggested activities for each of the reading readiness outcomes. Section 3 provides a list of the cognitive and skill competencies needed to facilitate the development of reading readiness and descriptions of the various approaches to the teaching of reading. (ED)

This module is designed to prepare teachers to facilitate the phonological aspects of language development. Section 1 provides detailed basic background information on phonology, including: (1) definition of three aspects of the phonological system (classification, intonation, and stress) with an ontogeny for each; (2) brief discussions of phonology developmental outcomes, the relevance of phonology to reading readiness and visual perception, the physiology of speech, types of developmental discrepancies in children's speech, and sociological aspects of phonology; and (3) presentation of methods for measuring phonetic development. Section 2 provides teaching strategies related to the stated learner outcomes for classification and intonation. In the last section, the competencies needed by teachers to facilitate phonology development are listed along with definitions of terms, selected readings and appropriate films. (ED)

The semantic module of the language development curriculum portion of the Early Childhood-Special Education Teacher Preparaton Program at the University of Virginia includes the following: (1) outlines of the ontogeny of semantic development of children from 3 to 92 months of age, and of the basic concepts of young children viewed as semantic development outcomes; (2) discussions of the relevancy of these outcomes and of the measurement of concept development in young children; (3) an outline of the learner characteristics and situational and content variables relating to concept development; (4) a discussion of three instructional strategies (the directive, developmental, and multi-sensory learning systems approaches) useful with young children; (5) a list of the cognitive and skill competencies needed by teachers to develop concepts in young children; and (6) the module mechanics, including selected readings, scheduling, and appropriate films. (ED)

This monograph presents the module on auditory perception and its relationship to language development used in the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia. The ontogeny for auditory perceptual skills, from the first through the 60th month, and auditory perceptual skill outcomes for the young child are listed. The importance of auditory perception for the child's general development and for reading readiness is discussed briefly. The bulk of this module consists of a presentation of the ontogeny, measurement techniques, and conditions for learning for the following learner characteristics: awareness of sound, focus of sound, figure ground discrimination, auditory discrimination, auditory memory, sequencing and synthesizing sound, and classification, integration and monitoring of sound. A discussion of how to identify and deal with auditory disorders is also included. Competencies which teachers need to facilitate the development of auditory perception and the module schedule and requirements are discussed. (ED)

This monograph presents an overview of the Early Childhood-Special Education Teacher Preparation Program designed to prepare preschool teachers to be developmental diagnosticians and learning facilitators for young children, including children with handicaps, from birth to age 7. This report describes the operational aspects of the program (sequence, module requirements, practicum policies, and evaluation). The program provides a performance-based, field-centered, personalized, and systematically designed teacher education curriculum at the Master's Degree level. Descriptions of the program components and evaluation procedures with samples of appropriate forms are included. The child education program component, which provides an experience-centered curriculum for children, and the education program for parents of participating children, are discussed briefly. (ED)

This volume contains 31 narratives traditionally told by Kipnuk (Alaska) elders, printed in both the Moravian and modern writing systems, without English translation. The elders relate rules of ethical behavior, prohibitions and commandments, and warnings against committing transgressions. The stories reveal the results that ensued from adherence to or violation of these rules. The book is intended as a resource for anyone interested in either the cultural aspects of the stories, or for comparison of the writing system developed by missionaries a century ago with the modern system currently used in most classrooms. (Author/MSE)

This book draws on oral histories, interviews, and tribal records to document 111 years during which Cheyenne and Arapaho children were educated in White ways. Throughout the book, the feelings and experiences of the author and her great-grandmother, White Buffalo Girl, provide personal commentary on historical events. Chapter 1 provides background information on Cheyenne and Arapaho beliefs, symbolism, rituals, spirituality, traditional history, modern history from 1673 to 1867, and traditional educational practices. Chapter 2 describes the role of Protestant, Jesuit, and Franciscan missionaries in the early schooling of American Indians, as well as federal government strategies for solving the "Indian problem." In 1876, for economic reasons, the Cheyenne resigned themselves to placing their children in schools. Chapter 3 traces government policies after 1871, when formal education and forced acculturation were instituted. A sketch of daily life at an industrial education school is given as well as an account of the formation and practices of the Indian School at Carlisle, Pennsylvania, and other off-reservation boarding schools. Chapter 4 describes missionary schools from 1877 to 1901. Chapter 5 describes problems and daily life at the Arapaho Manual Labor and Boarding School, the Cheyenne Manual Labor and Boarding School, Red Moon School, Seger Indian Industrial School, Cantonment Boarding School, and the combined Cheyenne-Arapaho School (Concho School). Chapter 6 describes the process, beginning in 1896, of legislating Indians into the public school system by paying tuition, providing land and facilities, employing teachers, or furnishing transportation. The author tells of her early experiences attending a public school and her struggle to retain her tribal identity. Chapter 7 narrates the school experiences of several Cheyennes and Arapahoes. Chapter 8 reports on the tribal education council's organization, policies, and programs, 1960-1982. Chapter 9 summarizes previous chapters and current conditions. Contains an index and a bibliography of unpublished and published primary sources and 78 book and journal secondary sources. (SAS)

This monograph presents examples of typical public school situations involving copyright issues and gives practical advice that is based on a conservative interpretation of the copyright law. One new feature of this second edition is fair use guidelines for multimedia materials. Chapter topics include: (1) history and liability; (2) fair use; (3) print materials; (4) audiovisual works and distance learning; (5) computer software; (6) interlibrary loan, photocopying, facsimile, document delivery, and reserves; (7) copyright versus contract permissions; (8) copyright and the Internet; (9) implications for administrators; and (10) the importance of a copyright policy. Appendices include a sample copyright compliance Agreement; copyright "dos and don'ts" for school librarians; useful sources of information; a sample copyright warning notice; a sample copyright policy; a sample publication release form; and copyright and plagiarism guidelines for students. (Contains 24 references.) (SWC)

This anthology contains 16 papers devoted to 3 aspects of human resources development (HRD): the institutional perspective on learning for development, the key actors in HRD, and the role of HRD in improving individual and organizational performance. The papers are: "Human Resources Development and Adjustment" (Kanawaty); "People-Oriented Policies: A Diagnostic Human Framework" (Fyfe); "Development of Management Capacity in the Public Service" (Corkerey); "Organizational Adaptation and the Role of Training" (Gooderham, Lund); "Training for Success: The National Training Awards--Lessons for British Business" (Tolley); "Trainer Skills for New Ways of Learning in Organizations" (Dixon); "Structuring the Line Manager into HRD" (Mann); "Involving Managers in Staff Development: A Jamaican View" (King); "Management Development: An African Perspective" (Jones); "Policy Parameters for Public Service Training in India" (Bhattacharya); "Developing Graduates in Ghana" (Bonsu); "Action Learning as a New Idea" (Jones); "Action Learning--Encountering Chinese Culture" (Pun); "Donor Delivery Style, Learning and Institutional Development" (Sahara); "Designing the Learning Organization: Building Learning Abilities into Organizations" (van der Zee); and "A Maverick Manifesto: Credo for the Professional Teacher" (Nandy). The bibliography lists 219 references, and several articles also include substantial bibliographies. Twelve figures and 15 tables are included. (MN)

The challenge: every student graduates able to think and act as a sustainable practitioner, whatever their field. This is the goal Otago Polytechnic set itself and, as one of the main proponents, Samuel Mann became the go-to guy. Here he takes the reader on that journey and in doing so provides the framework for making sustainability a core competency for graduates across every kind of tertiary education and training. The book will give practitioners the tools to integrate sustainability into their programmes in ways that work for them and are directly relevant to their discipline. The book also tackles common barriers to sustainability education, from "Do we need to tackle this right now?" to "Is it even our problem?"

What happens when an innovative project is implemented in a school is the focus of this book. An examination of the change process by a variety of authors divides the book into three main sections. Part 1 reports the results of examination of the change process in recent times. Part 2 extends the book's focus to experiences with large-scale, intense, or comprehensive efforts to change schooling practices like Title I of the Elementary and Secondary Education Act. Part 3 attempts to interpret the evidence about change in education and discusses its implications for future practice. (Author/LD)

This special issue brings together an editorial, six articles, and three book reviews that focus on the relationship between television and the female audience. The articles are: (1) "Installing the Television Set: Popular Discourses on Television and Domestic Space, 1948-1955" (Lynn Spigel); (2) "The Spectacularization of Everyday Life: Recycling Hollywood Stars and Fans in Early Television Variety Shows" (Denise Mann); (3) "The Meaning of Memory: Family, Class, and Ethnicity in Early Network Television Programs" (George Lipsitz); (4) "All's Well That Doesn't End: Soap Operas and the Marriage Motif" (Sandy Flitterman-Lewis); (5) "All That Television Allows: TV Melodrama, Postmodernism and Consumer Culture" (Lynne Joyrich); and (6) "Kate and Allie: 'New' Women and the Audience's Television Archives" (Robert H. Deming). The book reviews are: (1) "All in the Family: On David Morley's 'Family Television: Cultural Power and Domestic Leisure' and Philip Simpson's (ed.) 'Parents Talking Television'" (Andrew Ross); (2) "Feminist Desire and Female Pleasure: On Janice Radway's 'Reading the Romance: Women, Patriarchy, and Popular Culture" (Ien Ang); and (3) "Complexity and Contradiction in Mass Culture Analysis: On Ien Ang's 'Watching Dallas'" (Dana Polan). Guides to film archives and other sources of television programs for research are also provided. The text is supplemented by numerous photographs, and each article contains bibliographic references. (EW)

The major solid state principles involved in mineralization in biological systems are discussed. Three major biological control factors of mineralization are described; structural, spatial, and chemical control. Factors determining nucleation on organic surfaces, mineral growth, mineral structure, and morphology are reported. Oriented growth of minerals on organic matrices can occur by three processes; (i) lattice matching (epitaxis) between the organic matrix and depositing crystal faces, (ii) surface structural relationships between the organic matrix and depositing crystal faces, (iii) ordered aggregation of preformed mineral particles. Several a priori reasons indicate that epitaxis is unlikely to be a major process of oriented growth in biomineralization. The presence and importance of biogenic amorphous minerals is also described. [ABSTRACT FROM AUTHOR]